The essence and types of educational programs for preschool educational institutions
The overwhelming number of preschool institutions are engaged in the general development of children, but even now, at the present stage, more and more institutions are appearing that pursue the following goals:
- early development of skills and abilities of preschool children (children's centers, kindergarten groups at lyceums and gymnasiums, etc.);
- combining in the process of raising healthy children with children who have problems in physical development;
- forming groups that function in conditions of learning two languages, and so on.
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These changes in the work of preschool organizations occur in connection with the growing demands of parents who see the need to raise the level of development of children, to reveal certain abilities in children, as well as to prepare them for school. In addition, their cause is a change in the educational process itself in schools.
All existing preschool educational programs are divided into two large groups:
- comprehensive (general) programs that consist of the main areas in the development of children: speech, physical, cognitive, personal, social, aesthetic, artistic. They develop the child’s communicative, mental, creative, motor abilities, and also form specific types of activities - gaming, object-based, theatrical, musical, visual, etc.;
- partial (local) programs, consisting, as a rule, of one or several areas of child development.
Note 1
Integrity in the educational process can be achieved not only through the use of one comprehensive program, but also through the use of certain local programs.
Finished works on a similar topic
Course work Modern educational programs for preschool educational institutions 410 ₽ Abstract Modern educational programs for preschool educational institutions 260 ₽ Test work Modern educational programs for preschool educational institutions 250 ₽
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Characteristics of the main comprehensive programs of our time
Origins. This preschool education program is aimed at ensuring the holistic and comprehensive formation of the intellectual, physical and personal characteristics of children. It establishes the basic features of organizing a child’s activities in a preschool institution, the structure of the education and upbringing process, as well as the prerequisites for turning the program into reality.
Golden Key. Designed for children 3-10 years old, and is aimed at providing the most comfortable learning conditions for children in accordance with their age. Its peculiarity is the creation of conditions that will not only provide learning opportunities, but also preserve joy, emotions and happiness in the learning process for children.
Kindergarten is a house of joy . The first program whose main goal is the unique individuality of each student. Self-awareness and self-development are encouraged.
Paths. This program is designed for children 3-7 years old and aims to develop the child mentally through the use of creativity and imagination.
Teremok. Program for the youngest children - 2 months-3 years. The methods described in the program are innovative, variable, complex.
Steps to the school. The program is applicable to children aged 3-7 years. It comprehensively develops children, preserves and strengthens their health, forms functions that are significant for school, and reduces the risk of improper adaptation to school.
First steps. Designed for children 1-3 years old and aims to develop the child’s activity, emotionality, and independence.
Mosaic. Age group: children 2-7 years old. The program is designed to expand the potential of each child, open up opportunities for positive adaptation and socialization, ensure the development of the child’s personality, and show everyone their creative abilities. The newest ways of organizing educational work are proposed.
PRO children. The program encourages joint activities among preschoolers as they learn about the regulation of their own actions in the process and the actions carried out by their partners. The task of teachers is to develop children’s communication skills, logical thinking, and teach independence and responsibility.
Inspiration. The program sets clear goals and offers the tools teachers need to achieve this. It provides for building a high-quality preschool education process and creating an effective and modern environment for teaching preschoolers.
From birth to school. The new program was developed from the old one, created in 2004. It included new achievements in the practice and science of preschool Russian education.
Kindergarten 2100. The program should provide psychological and pedagogical support for the development of the personality of preschoolers and motivate children to reveal their abilities.
There are also many other complex programs that cannot be discussed within the scope of this work.
Brief content of general education programs of preschool education
Elena Werner
Brief content of general education programs of preschool education
Brief content of general education programs of preschool education
Author and name of the program:
1. “Rainbow”: An approximate basic educational program for preschool education. Authors: T. N. Doronova, V. V. Gerbova, T. I. Grizik, E. V. Solosheva
Age: From 2 months to 8 years
Goal: 1. Maintain the health of children and form the habit of a healthy lifestyle.
2. Ensure timely and complete physical and mental development of children.
3. Ensure that every child has a joyful and meaningful experience during preschool childhood.
Methodological approaches to program design:
An essential point in pedagogical work is the creation of motivation in children, which can be used and with their help to encourage children to willingly learn new things that adults will teach them.
On this basis, 3 types of motivation are proposed:
- gaming motivation,
- communication motivation,
- motivation of personal interest.
Specific Program Presentation (content section):
contains:
— description of educational activities for each age group;
— technologies for implementing the content of the Rainbow Program in accordance with educational areas for each age group;
— technologies for creating an atmosphere of joyful living in preschool childhood;
— description of ways to support children's initiative;
— basic approaches to interaction with children’s families;
— description of the main approaches to organizing pedagogical diagnostics;
— a system of correctional work in various educational areas in accordance with the age of children.
Strengths of the program:
The authors pursue the goal throughout preschool childhood to form such personality qualities as good manners, independence, determination, the ability to set a task and achieve its solution, and others that allow the child, without losing interest in learning, to fully master knowledge not only at school, but also at school. constantly. In this regard, the solution of educational tasks is primarily aimed at the upbringing and general mental development of the child. At the same time, the formation of knowledge, skills and abilities is considered not as an end in itself, but as one of the means of child development.
Author and name of the program:
2. “Childhood”: Approximate basic general education program for preschool education / T. I. Babaeva, A. G. Gogoberidze, 3. A. Mikhailova and others - St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2011.- 528 p.
Authors: V. I. Loginova, T. I. Babaeva, N. A. Notkina and others.
Age: covers the age range of 2-7 years
Goal: ensuring the holistic development of the child’s personality during preschool childhood: intellectual, physical, emotional and moral, volitional, social and personal.
Methodological approaches to program design:
This is a comprehensive educational program based on a person-centered approach to the development and education of preschool children. The authors of the program distinguish three age groups - junior, middle and senior. The programs for each age group are based on the ideas of humanistic pedagogy. Employees of preschool educational institutions are invited to work on intellectual, emotional, moral, volitional, emotional and personal development in natural conditions for the child, choosing the most significant types of activities for each age.
Specific Program Presentation (content section):
The content of the program is divided into four blocks: “Cognition”, “Humanite attitude”, “Creation”, “Healthy lifestyle”.
The program consists of three parts in accordance with the three stages of preschool age - junior (third and fourth years of life), middle (fifth year of life) and senior preschool age (sixth and seventh years of life).
The program, focused on the social and personal development of the child, fostering a positive attitude towards the world around him, includes a new important section - “Attitude towards oneself”.
The content is specified in sections in each part of the program dedicated to a specific age period. Then the content of work with children is given in the following areas: “Raising children healthy, strong, cheerful”, “We develop through play, learn about the world, communicate”, “Child in the circle of adults and peers”, “Surrounding objects and the child”, “Child discovers the natural world”, “Child in the world of fine arts and music”, “First steps in mathematics”.
Strengths of the program:
“Childhood” is a program with a pronounced humanistic orientation. All three “age” parts of the program are structured in the same way and include sections on aspects of education and types of activities, similar to sections of the traditional Russian program. The main innovative aspects of the “Childhood” program are associated with the restructuring and updating of the presented knowledge and ideas about the environment. The content of this knowledge is freed from the ideological nature inherent in the traditional program and is centered on man (man as the creator of the objective world, man as an integral part and at the same time the “guardian” of the natural world).
The authors of the program are supporters of the holistic development of the child in the period before school as a subject of activities feasible for a preschooler. The task of preschool education is not to maximize the acceleration of a child’s development, not to speed up the timing and pace of transferring him to the “rails” of school age, but, first of all, to create conditions for each preschooler for the fullest development of his age-related capabilities and abilities.
The motto of the program: “Feel - Cognize - Create.” These words define three interconnected lines of child development that permeate all sections of the program, giving it integrity and a single focus.
Author and name of the program:
3. “Origins”: An approximate basic general education program for preschool education. — 4th ed., revised. and additional / Ed. L. A. Paramonova. - M.: TC Sfera, 2011.-320 p.
Age: The program identifies the following age stages: early childhood (represented by infancy / up to 1 year / and early age / 1 - 3 years /) and preschool childhood (represented by junior preschool age / 3 - 5 years / and senior preschool age / 5 -7 years/).
Goal: comprehensive development of the child; the formation of his universal, including creative, abilities to a level corresponding to age-related capabilities and requirements of modern society; ensuring all children have an equal start in development; maintaining and strengthening their health.
Methodological approaches to program design:
An activity-based approach to child development and organization of the educational process (A. N. Leontiev, S. L. Rubinshtein, A. V. Zaporozhets, P. Ya. Galperin, V. V. Davydov, etc., which necessarily assumes that activity is always subjective, since it is built by the child himself: he sets a task, looks for ways and means to achieve the goal, etc. In preschool age, the implementation of the activity approach has its own specifics - the child develops only in developing activities, therefore the teacher’s main attention is directed not so much to achieving a result (a beautiful drawing, a neat craft, etc., how much goes into organizing the process of activity itself, which for the child himself is of intrinsic value, and is characterized by repeated trying actions in order to find a solution, which brings him great emotional satisfaction and forms new cognitive motives.
2. The theory of A. V. Zaporozhets about the amplification (enrichment) of a child’s development in specifically children’s activities, as opposed to acceleration associated with the intensification of learning in order to prepare children for school. A.V. Zaporozhets emphasized the enduring importance of the preschool period of childhood, during which such valuable human qualities are laid down that will subsequently be included in the “golden fund of a mature human personality” (A.V. Zaporozhets). Two provisions of this theory have particular resonance today.
A. About the development and self-development of the child. The latter is associated with the need to create conditions for the expression of the will of each child (choice of activities, topics, means, methods, partners, etc.). This allows you to develop and maintain the child’s individuality and self-sufficiency.
B. About the emergence of “smart” emotions that arise as a result of great satisfaction from the children themselves overcoming certain difficulties that arise in the process of solving various kinds of problematic problems. A.V. Zaporozhets and T.P. Khrizman, studying the development of the emotional sphere of children, showed that the emotional component of the overcoming process plays a special role in the child’s cognitive activity.
3. L. S. Vygotsky’s fundamental position on the leading role of learning in development, which is that a preschool child is capable of learning “according to an adult’s program” only to the extent that this program becomes his own, which is possible through the creation of a “zone of proximal development”, based on the potential capabilities of the child, which are revealed and appropriated in his joint activities with adults. The role of the adult is great, but it varies depending on the age of the children and, of course, on the content offered to the children. In relation to children of younger preschool age, the influence of an adult is predominantly direct, while that of an older child is more indirect. Indirect influence occurs in two main ways:
A. Through the organization of a learning children's community (V.V. Rubtsov, A.G. Asmolov, which allows each child to feel skillful, knowledgeable, capable due to the fact that he has a constant opportunity to seek the necessary help from other children or an adult This relieves excessive anxiety in children and forms in the child a sense of self-sufficiency and a certain independence, without which it is impossible to talk about the child’s full personal development.
B. Through the use of specially selected developmental objects for adults for independent activity, which have the property of autodidacticism (M. Montessori, A. P. Usova, N. N. Poddyakov, A. N. Poddyakov, L. A. Paramonova). Work on the study of “exploratory behavior” of children (A. N. Poddyakov) showed that when acting with objects built in a certain system, children themselves are able to identify the hidden properties of objects and establish relationships and interdependencies.
4. Age periodization of D. B. Elkonin, on which the Federal State Educational Standard of Education is based, distinguishing three main ages (infant, early, preschool) with their specific development at each stage, which is primarily determined by the type of leading activity (communication, objective activity, game) .
When developing the program, the authors also relied on the results of the works of M. I. Lisina (communication problems), N. M. Aksarina and N. M. Shchelovanova (development of young children, and used data from their many years of research (N. N. Poddyakov, S. L Novoselova, L.A. Paramonova, K.V. Tarasova, T.I. Osokina, etc.) The team of authors develops the ideas of their teachers - scientists who created the foundation of the modern system of domestic preschool education: A.V. Zaporozhets, A. P. Usova, E. I. Radina, L. A. Venger, F. A. Sokhin, M. Yu. Kistyakovskaya, N. P. Sakulina, A. M. Fonarev, N. A. Vetlugina, V. G. Nechaeva and others.
Specific Program Presentation (content section):
The origins program has many sections. These are sections of speech, physical, aesthetic, cognitive, environmental, cultural, spiritual, moral development. Also interesting are the sections on health, museum pedagogy, artistic creativity, and historical and geographical concepts.
Strengths of the program:
The basis for the success of achieving the goals set by the Program is the creation of conditions to ensure the comfortable well-being of each child in an educational institution, which is associated with the satisfaction of his basic needs: recognition, knowledge, communication with both adults and peers, movement, manifestation of activity and independence.
The Program places special emphasis on ensuring that the child is recognized by the children's community as a play partner. The main task of the teacher is to form a playing community of children in which each child finds his place and can easily integrate into the game.
Author and name of the program:
4. Educational program of preschool education “Development” / Ed. Bulycheva A.I. – M: NOU “UC named after. L. A. Venger “DEVELOPMENT”, 2021, 173 p.
Age: 3-7 years
Goal: - development of general abilities of preschool children: mental, communicative, regulatory in the process of specific preschool activities, their communication with adults and other children, cognitive research activities and other forms of activity that ensure positive socialization, motivation of children, contributing to the formation of a general personal culture, their positive socialization in society;
-protection and strengthening of the physical and mental health of children, including the protection and strengthening of the physical and mental health of children, including their emotional well-being, ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation , language, social status,
– ensuring continuity of goals, objectives and content of preschool general and primary general education.
Methodological approaches to program design:
The theoretical foundations of the Development program are the following.
The first is the concept of self-worth of the preschool period of development, developed by A.V. Zaporozhets. According to this concept, the main path of child development is amplification, i.e. enrichment, filling the development process with the most significant forms and methods of activity for a preschooler, changing and restructuring his psyche. Work in line with amplification does not imply accelerating the child’s development through training (the transition to solving school problems as early as possible, but expanding his capabilities specifically in the preschool spheres of life.
The second is the theory of activity, developed by A. N. Leontiev, D. B. Elkonin, V. V. Davydov and others. According to their theory, the development of a child is carried out in the process of various activities. For a preschool child, this is, first of all, a game, as well as design, visual, literary and artistic activities. The development of a child’s abilities makes him a genuine subject of activity, primarily play, the formation of developed forms of which occurs by the end of preschool age.
Third, the concept of ability development developed by L. A. Wenger and his colleagues. By abilities, following domestic authors (L. S. Vygotsky, B. M. Teplov, S. L. Rubinshtein, A. N. Leontyev, L. A. Wenger, etc.), we understand generalized methods of orientation that ensure success in activity, success in solving a particular problem. Abilities are understood as indicative actions that are carried out through the use of existing means in a culture. For preschoolers, such means are primarily figurative in nature. These are various kinds of standards, diagrams, models, symbols, at the same time, these can be verbally given rules and instructions. Specific Program Presentation (content section):
The program pays great attention to the development of the child’s creative abilities.
They manifest themselves in independent testing of new material, in the process of mastering new methods of action together with adults and other children, but most importantly - in the formation of plans and their implementation. Many sections of the program contain tasks aimed at developing in children the ability to create and implement their own ideas at an increasingly higher level.
Special developmental tasks for mastering various means are offered to the child in the context of specific preschool activities, mainly in a playful way. In a playful form, in the form of communication with adults and peers, the child “lives” certain situations, combining his emotional and cognitive experience. Along with this, the child’s own cognitive activity develops - from children’s experimentation (N. N. Poddyakov) to the transition to solving cognitive problems and puzzles outside of play. The solution to these educational problems is offered mainly through the educational areas of “Cognition”, “Reading Fiction”, “Artistic Creativity”.
The program focuses on developing regulatory capabilities. For this purpose, special educational work is envisaged, both with children and with the adults around them. The development of regulatory abilities is achieved in the program through educational work in all sections, thanks to the special position of the teacher, focused on the development of children, cooperation, and person-oriented interaction. At the same time, educational work in the “Social Development” section aims to develop children’s self-regulation and, as a result, involves the development of regulatory abilities.
Strengths of the program:
The program is aimed at developing children's abilities in the process of specific preschool activities, in the process of communication with adults and children.
The authors of the program shift their focus from the content of training to its means.
The task facing the authors of the program was to specifically create educational situations at each age and use situations in the natural life of children that develop their general abilities to the maximum extent.
Author and name of the program:
5. "From birth to school." Approximate general educational program for preschool education / ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva /
Age: - from birth to 2 years (first and second early age groups); junior preschool age - from 2 to 4 years (first and second junior groups), middle preschool age - from 4 to 5 years (middle group), senior preschool age - from 5 to 7 years (senior and preparatory groups for school).
Goal: The leading goals of the Program are the creation of favorable conditions for a child to fully live in preschool childhood, the formation of the foundations of basic personal culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring safety life activity of a preschooler.
Methodological approaches to program design:
The Program brings to the fore the developmental function of education, ensuring the development of the child’s personality and orienting the teacher to his individual characteristics, which corresponds to the modern scientific “Concept of Preschool Education” (authors V.V. Davydov, V.A. Petrovsky, etc.) on recognition self-values of the preschool period of childhood.
The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject-centrism in teaching.
When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to problems of protecting the lives and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role in the Program is given to play activities as leading ones in preschool childhood (A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, etc.).
The authors of the Program were based on the most important didactic principle - developmental education and on the scientific position of L. S. Vygotsky that properly organized training “leads” development. Education and mental development cannot act as two separate processes independent of each other, but at the same time, “upbringing serves as a necessary and universal form of child development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.
Specific Program Presentation (content section):
The most significant structural characteristic of the program “From birth to school” is the principle of presentation of the material - the content of psychological and pedagogical work is set out in the Program for educational areas, in each of which the main goals and objectives and the content of psychological and pedagogical work are indicated. The content of psychological and pedagogical work in educational areas is presented in thematic blocks, within which the material is presented by age group. This structure of the program allows you to see the time perspective of the development of the child’s qualities, makes it possible to be more flexible in the choice of program content, and it is easier to introduce a variable part.
Strengths of the program:
The priority of the Program is the education of a free, self-confident person with an active life position, who strives to creatively approach solving various life situations, has his own opinion and knows how to defend it.
— Patriotic orientation of the Program
— Focus on moral education, support of traditional values
— Focus on further education
— Focus on preserving and strengthening children’s health
— Focus on taking into account the individual characteristics of the child
